1. The document discusses effective communication skills, including empathy skills like understanding different learning styles, non-verbal communication, and active listening. 2. It covers theories of multiple intelligences and learning styles, as well as Kolb's learning style types. Motivating students involves understanding their expectations, the value of tasks, and reducing barriers. 3. Effective communication involves both verbal and non-verbal elements. It is the responsibility of both the communicator and receiver to understand each other. Active listening skills like maintaining eye contact and paraphrasing are emphasized.

1. Communication Skills
21 November, 2010
Dr Vandana Madhavkumar
Associate Professor
GRG School of Management Studies

2. Overview
1. Empathy Skills:
– Understanding students – Theory of Multiple intelligence
– Learning Styles – a myth?
– Inferential Model of communication: The responsibility of the
Communicator and Receiver
– Non-Verbal Communication
– Listening Skills
2. Motivating Students
3. Communicating using English as a tool
Vandana Madhavkumar, GRGCAS

3. "I am 100% convinced that if I were to
come back to Earth in 50 years,
people would laugh at the idea of
uniform education.” -Howard
Gardner

4. Howard Gardner’s Theory of
Multiple Intelligence
• At least 7 ways that
humans perceive and
understand the world
• Theorized by Howard
Gardner in 1983

5. All theories of learning purport the
following:
• All students can learn
• It is important in education to celebrate
all aspects of diversity, including the many
ways students learn

6. The Seven Learning Styles:
• Visual (spatial):You prefer
using pictures, images, and
spatial understanding.
• Aural (auditory-musical):
You prefer using sound and
music.
• Verbal (linguistic): You
prefer using words, both
in speech and writing.
• Physical (kinesthetic): You
prefer using your body,
hands and sense of touch.
• Logical (mathematical): You
prefer using logic,
reasoning and systems.
• Social (interpersonal): You
prefer to learn in groups
or with other people.
• Solitary (intrapersonal):
You prefer to work alone
and use self-study.

7. Reasoning Behind Gardner’s
Theory
• “Individuals should be encouraged to use
their preferred intelligences in learning.”
• “Instructional activities should appeal to
different forms of intelligence.”
• “Assessment of learning should measure
multiple forms of intelligence.”
(Gardner)

8. If you judge a fish by its ability to
climb a tree, it will spend its entire life
believing it is stupid
Albert Einstein

9. How We Can Change…

10. The Really Important Things for
Students to Know…
• How to make use of accessible
information
• How to use expertise
• How to become lifelong learners
• How to find out about the things
they don’t know but need to know

12. 12

13. Kolb's Theory of Learning Styles
The Converger
Dominant abilities in the areas of Abstract Conceptualization and
Active Experimentation.
Highly skilled in the practical application of ideas.
The Diverger
Dominant abilities lie in the areas of Concrete Experience and
Reflective Observation, essentially the opposite strengths of the
Converger.
• Good at seeing the "big picture" and organizing smaller bits of
information into a meaningful whole.
• Divergers tend to be emotional and creative and enjoy
brainstorming to come up with new ideas.
• Artists, musicians, counselors, and people with a strong interest
in the fine arts, humanities, and liberal arts tend to have this
learning style.

14. Kolb's Theory of Learning Styles
The Assimilator
Skilled in the areas of Abstract Conceptualization and Reflective
Observation.
• Strengths - Understanding and creating theoretical models
• They tend to be more interested in abstract ideas than in
people, but they are not greatly concerned with the practical
applications of theories.
• Individuals who work in math and the basic sciences tend to
have this type of learning style.
• Enjoy work that involves planning and research.
The Accommodator
People with this learning style are strongest in Concrete
Experience and Active Experimentation.
• This style is basically the opposite of the Assimilator style.
Accommodators are doers; they enjoy performing experiments
and carrying out plans in the real world.

15. Teaching is fifty percent knowledge and fifty
percent interpersonal skills

16. Vandana Madhavkumar, GRGCAS
Inferential Model of Communication

17. Vandana Madhvkumar, GRGCAS
The Building Blocks of Communication
It’s not what you say
It’s how you say and
It’s what people hear….

18. Vandana Madhvkumar, GRGCAS
The Building Blocks of Communication
Non-Verbal Clues
• Touch

19. Vandana Madhvkumar, GRGCAS
The Building Blocks of Communication
Non-Verbal Clues
• Space

21. Vandana Madhvkumar, GRGCAS
The Building Blocks of Communication
Non-Verbal Clues
•Posture
•Gestures

22. Facial Expressions

23. • Time
• Silence
• Eye Contact
• Actions

24.  Paralinguistic clues
I never said she stole my money
I never said she stole my money
I never said she stole my money
I never said she stole my money
I never said she stole my money
I never said she stole my money

25. ????

26. ????

27. ????

29. Vandana Madhvkumar, GRGCAS
Clothes and Accessories

30. Body language of a Leader or a
powerful person?

31. Vandana Madhvkumar, GRGCAS

32. Vandana Madhvkumar, GRGCAS
TED Talk: Amy Cuddy

33. Our nonverbals govern how other people
think and feel about us
but
Our nonverbals govern how we think and
feel about ourselves

34. Our minds change our bodies
but
Do our bodies change our minds

39. Vandana Madhvkumar, GRGCAS
FAKE it till you MAKE it!

40. Vandana Madhavkumar, GRGCAS
Listening the Heart of
Communication

41. – “People generally see what they look
for and hear what they listen for"
- Harper Lee

43. The Listening Dilemma
• We speak at a rate of about 150 words
per minute (wpm).
• But we can hear at a rate of about 400-
600 wpm
• This gives us a lot of extra time!
What do we do with this time???

44. ACTIVE LISTENING
• How do you know when someone is listening to you?
• How does it feel when someone acts like they’re
listening to you?
• Active listening is a habit
• Active listening and multitasking are contradictory
– Give your full and undivided attention

45. Common Errors
 Finishing others’ sentences
 Preparing our response before someone is done
speaking
 Multitasking while listening
 Filtering content or meaning based on the speaker
 Concentrating on the speaker’s mannerisms or
delivery rather than on the message
 Daydreaming or becoming preoccupied with something
else when listening

46. Anatomy of Listening
 L: look in the eye (Establish Eye contact)
 I: inquire (ask questions)
 S: summarise (Paraphrase occasionally)
 T: take notes
 E: encourage (encourage the speaker)
 N: neutralise any strong feelings

47. Be a LAER Listener
– L : Listen
– A : Acknowledge
– E : Explore
– R : Respond (not React)
NO – to proposition not person
YES – Execute else will lose credibility
Vandana Madhavkumar, GRGCAS

48. Keys to effectiveness
 Manage your own speaking
– give headlines up front
– organize key points
– keep on track
– seek feedback actively and periodically

50. Seek first to understand, then to be
understood
– Steven Covey
– Courage is also what it takes to sit down
and listen
- Winston Churchill

51. Communicating using
English as a tool

52. Change your attitude towards English!
English is not an art to be mastered but
a tool to get a result and that tool
belongs to the individual.
Speak as much as you could without the
fear of judging
Focus on clarity rather than correctness

53. Improving Language Skills
Read: as much as you can
Listen: TED talks, Podcasts, Social
Media etc
Speak: Practice, Practice, Practice
Enrol for a course: Coursera, Udemy,
Alison, Edex
Get an app: Hello English, Speechling

54. Motivation Skills
“Motivation refers to the state within
a person that drives behavior towards
some goal.” – Moran & King

55. • Towards a student centred classroom
• Be the guide on the side not the sage on the stage
Because
• The mind is not a vessel that needs filling, but
wood that needs igniting – Plutarch (AD 46-AD
120)
• Education is not the learning of the facts, but the
training of the mind to think – Albert Einstein

56. 2 fundamental prerequisite to be a great teacher
 The teachers love for the subject or passion
 The teachers love for the kids – passionately committed
to the well-being of kids not the emotional kind but
decisional one as it motivates and inspires)
It is important
 An air tight lesson plan
 A well organised consistent discipline plan
 Effective use of technology
 Standards are important but don’t let it stifle your
creativity

57. Expectancy – Value – Cost Model
• Expectancy refers to a student’s expectation that
they can actually succeed in the assigned task. Can I
do the task?
• Value involves a student’s ability to perceive the
importance of engaging in a particular task. Do I
want to do the task?
• Cost refers to barriers that obstruct a student’s
ability to be successful on an assignment, activity
and/or the course at large.
• Am I free of barriers that prevent me from
investing my time, energy, and resources into the
activity?

58. ARCS
Four factors that influence student motivation - ARCS - attention,
relevance, confidence, and satisfaction.
1. Attention
2. Relevance
3. Confidence
4. Satisfaction

59. Motivating Students
 Know your students – Build relationship
 Give students the choice in assignments and
assessments
 Create a competition
 Set goals
 Provide feedback Promptly, Frequently and
Efficiently
 Encourage students

60. Summing Up: Ensuring Effective Communication
1. Inferential Model of Communication: The
responsibility of the Communicator and Receiver
2. Over Communication is better than under
communication
3. Take Care of your nonverbals
4. Fake it till you Make it
5. Be a LAER Listener
Vandana Madhavkumar, GRGCAS